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[{"key": "dc.contributor.advisor", "value": "Heikinaro-Johansson, Pilvikki", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.advisor", "value": "Lyyra, Nelli", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Konttinen, Ilari", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Myllym\u00e4ki, Tessa", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2021-06-21T09:33:15Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2021-06-21T09:33:15Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2021", "language": "", "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/76743", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "T\u00e4m\u00e4n pro gradu -tutkielman tarkoituksena oli suunnitella ja toteuttaa opetusinterventio Hellisonin vastuuntuntoisuuden mallin pohjalta sek\u00e4 tutkia, miten mallin pohjalta toteutettu liikunnan opetusjakso vaikuttaa oppilaiden vastuuntuntoisuuteen ja sosiaaliseen kompetenssiin. Arvioimme lis\u00e4ksi opetusjakson onnistumista ja jatkosoveltamisen mahdollisuuksia. Tutkimuksen viiden 90 minuutin oppitunnin mittainen opetusinterventio toteutettiin keskisuomalaisella yl\u00e4koululla kev\u00e4\u00e4ll\u00e4 2019. Tutkimukseen osallistui seitsem\u00e4nnen luokan tytt\u00f6jen liikuntaryhm\u00e4, johon kuuluivat 20 oppilasta ja heid\u00e4n opettajansa. \n\nTutkielman aineistona k\u00e4ytettiin opetusryhm\u00e4n liikunnanopettajan haastattelua, oppilaiden t\u00e4ytt\u00e4mi\u00e4 alku-, loppu- ja tuntikyselyj\u00e4 sek\u00e4 kahden tutkijaopettajan osallistuvaan havainnointiin perustuvia p\u00e4iv\u00e4kirjamerkint\u00f6j\u00e4. Aineisto ker\u00e4ttiin ja analysoitiin vuosien 2019\u00ac\u20132021\u00ac\u00ac v\u00e4lill\u00e4. Opettajan haastattelu litteroitiin ja sille tehtiin sis\u00e4ll\u00f6n analyysi. Opetusjaksoa varten tehty jaksosuunnitelma tallennettiin, ja toteutuneet tunnit muokattiin erilliseksi tiedostoksi. Oppilailla teetetyst\u00e4 alkukyselyst\u00e4 tarkasteltiin oppilaiden l\u00e4ht\u00f6tietoja sek\u00e4 oppilaiden arvioimaa vastuuntuntoisuuden tasoa ja sosiaalista kompetenssia. Vastuuntuntoisuuden tason arvioimiseksi kehitettiin vastuuntuntoisuuden mittari, jonka luotettavuutta arvioitiin laskemalla sen sis\u00e4inen yhdenmukaisuus. Sosiaalisen kompetenssin arvioinnissa k\u00e4ytettiin MASK-monitahoarvioinnin itsearvioinnin osuutta. Loppukyselyss\u00e4 mitattiin vastuuntuntoisuuden tason ja sosiaalisen kompetenssin muutosta sek\u00e4 pyydettiin palautetta opetusjaksosta ja opettajien toiminnasta. Alku- ja loppukyselyiden vastuuntuntoisuuden ja sosiaalisen kompetenssin osa-alueiden tuloksista laskettiin summapistem\u00e4\u00e4r\u00e4t ja niiden keskiarvot opetusryhm\u00e4ss\u00e4. Alku- ja loppukyselyn tuloksia verrattiin kesken\u00e4\u00e4n toistomittausten t-testill\u00e4. Vastuuntuntoisuuden ja sosiaalisen kompetenssin osa-alueiden summapistem\u00e4\u00e4rien korrelaatioita analysoitiin Pearsonin korrelaatiokertoimella. Tuntikyselyss\u00e4 mitattiin oppilaiden arvioimana tuntien ilmapiiri\u00e4 ja vastuuntuntoisuuden tasoa sek\u00e4 annettiin avointa sanallista palautetta tunnista. Ilmapiirist\u00e4 ja vastuuntuntoisuuden tasosta laskettiin tuntikohtaiset keskiarvot, ja niiden muuttumista arvioitiin. Alku- ja loppukyselyn sek\u00e4 tuntikyselyn vastuuntuntoisuuden tason yhteytt\u00e4 analysoitiin laskemalla Pearsonin korrelaatiokertoimet. Tutkijaopettajat kirjasivat tuntien j\u00e4lkeen p\u00e4iv\u00e4kirjaan kokemuksiaan opetustunneista sek\u00e4 arvioivat ryhm\u00e4n vastuuntuntoisuuden tasoa kullakin tunnilla.\n\nInterventio osoitti, ett\u00e4 Hellisonin vastuuntuntoisuuden mallin opetusmenetelm\u00e4t ja tavoitteet sopivat hyvin yhteen nykyisen perusopetuksen opetussuunnitelman tavoitteiden kanssa. Oppilaantuntemus on opettamisen kannalta t\u00e4rke\u00e4\u00e4, ja luotettavien tulosten saavuttamiseksi tutkimusjakson kesto pit\u00e4isi olla pidempi ja otannan koko suurempi. Huolellinen jaksosuunnittelu auttaa pit\u00e4m\u00e4\u00e4n intervention johdonmukaisena. Tuntien rakenteessa tulee kiinnitt\u00e4\u00e4 huomiota rutiineihin, ryhm\u00e4jakoihin ja aktiivisen ajan maksimointiin. Vastuuntuntoisuuden taso nousi ensimm\u00e4iselt\u00e4 tunnilta viimeiselle tunnille, ja oli linjassa tutkijaopettajien arvion kanssa. Alku- ja loppukyselyss\u00e4 ei havaittu tilastollisesti merkitsev\u00e4\u00e4 muutosta oppilaiden vastuuntuntoisuudessa tai sosiaalisessa kompetenssissa. Oppilaiden vastuuntuntoisuus laski alku- ja loppukyselyn v\u00e4lill\u00e4 mutta korrelaatio ei ollut riitt\u00e4v\u00e4n suuri (<.60) johtop\u00e4\u00e4t\u00f6sten tekemiseen. Sosiaalisen kompetenssin taso oli stabiili, ja kolme nelj\u00e4st\u00e4 osa-alueesta pysyi samana. Palautteen mukaan oppilaat kaipasivat opettajilta enemm\u00e4n aktiivista aikaa sek\u00e4 oppilaiden tarpeiden kuuntelemista. \n\nOpetusjakso suunniteltiin Hellisonin vastuuntuntoisuuden mallin pohjalta, ja oppilaiden vastuuntuntoisuuteen pystyttiin vaikuttamaan my\u00f6nteisesti. Sosiaalisessa kompetenssissa ei tapahtunut merkitsev\u00e4\u00e4 muutosta. Voidaan siis p\u00e4\u00e4tell\u00e4, ett\u00e4 intervention suunnittelun perusteet vaikuttavat tuloksiin. Interventio toimii hyv\u00e4n\u00e4 mallina vastuuntuntoisuuden opettamisesta. Vaikka tilastollisesti merkitsevi\u00e4 tuloksia ei havaittu, oppilaiden vastuuntuntoisuuden kasvun kannalta on oleellista saada oppilaat pohtimaan oman toimintansa vaikutusta muihin. Siten pystyt\u00e4\u00e4n rakentamaan edellytyksi\u00e4 oppilaiden hyvinvoinnille ja sosiaalisesti kest\u00e4v\u00e4lle kehitykselle. Opettajan tulee asettaa oppilaiden toiminnalle rajat, vaikka se aiheuttaisi opettajan ja oppilaiden v\u00e4lille j\u00e4nnitteit\u00e4. \n\nAvainsanat: vastuuntuntoisuus, opetusinterventio, Hellisonin vastuuntuntoisuuden malli, sosiaalinen kompetenssi", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "The purpose of this master\u2019s thesis was to design and implement a physical education teaching intervention based on Don Hellison\u2019s Teaching Personal and Social Responsibility (TPSR) model and investigate how a model-based intervention affects the student\u2019s self-assessed social responsibility and social competence. Success and possibilities for further application were evaluated. The intervention of five 90-minute lessons was conducted at a secondary school in Central Finland in spring of 2019. The examination group consisted of twenty female 7th grade students and their physical education teacher. \n\nThe data was gathered and analyzed between springs 2019 and 2021. The physical education teacher of the study group was interview and the student\u2019s filled in questionnaires before, during and after the intervention. The research teachers designed and taught five physical education lessons and wrote research diary after the lessons based on participatory observation. The research teachers reflected on their experiences and assessed the level of responsibility the group worked on during each lesson. The periodic intervention design was saved, and the actualized lessons were edited as a separate file. The interview of the teacher was transcribed and analyzed for content. Student information, self-assessed social responsibility and social competence were investigated in the initial survey. A new counter of social responsibility was developed, and the internal consistency of the counter was measured to assess the reliability of it. In order to measure and assess social competence, a MASK multi-faceted assessment was used. The final survey consisted of the same counters and included open feedback from the students to the research teachers. Answers of each counter were combined into sum scores and means were calculated. The results in the sum scores of the initial and the final surveys were compared by a depended sample t-test. The correlation between social responsibility and social competence was analyzed using Pearson correlation coefficient. Perceived atmosphere and level of social responsibility was measured in the lesson survey. The students also gave written feedback about the lessons. Means of the perceived atmosphere and level of social responsibility in each class were calculated and the changes were assessed. The correlations between the scores in social responsibility in the initial, final and lesson survey were analyzed using Pearson correlation coefficient.\n\nThe intervention indicated that the learning objectives and teaching methods of the TPSR model and the Finnish national curriculum fit well together. Student knowledge plays an important role in teaching and in order to achieve reliable results the duration of the study period should be longer and the sample size larger. A thorough planning of the lessons helps to keep the study period coherent and logical. When planning a study, one should take routines, group division and maximizing the active time into account. In the lesson-survey the level of social responsibility increased from the first until the last lesson and the result was in line with the teacher assessment. However, the intervention had no statistically significant relationship with the development of the students\u2019 social responsibility or social competence in the initial and final survey. The social responsibility of the students decreased but the correlation was not big enough (<.60) to draw conclusions. Three out of four MASK-counter sub-domains stayed stabil. In written feedback the students wished for more active time and listening from the research teachers. \n\nThe intervention was designed based on the TPSR model by Don Hellison and student responsibility was positively influenced. There was no significant change in social competence and therefore it can be concluded that the design criteria of the intervention affect the results. The intervention period design functions well as an example of how to plan and implement TPSR-model-based physical education classes. Although no statistically significant results were found it is still important for the students to consider the impact of their own actions on others in order to increase their social responsibility. In this way we can build conditions for student well-being and socially sustainable development. A teacher must set limits to student behavior even though it may cause tension between the teacher and students. \n\nKey words: social responsibility, teaching intervention, Hellison\u2019s teaching personal and social responsibility model, social competence", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Paivi Vuorio (paelvuor@jyu.fi) on 2021-06-21T09:33:15Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2021-06-21T09:33:15Z (GMT). No. of bitstreams: 0\n Previous issue date: 2021", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "119", "language": "", "element": "format", "qualifier": "extent", "schema": "dc"}, {"key": "dc.format.mimetype", "value": "application/pdf", "language": null, "element": "format", "qualifier": "mimetype", "schema": "dc"}, {"key": "dc.language.iso", "value": "fin", "language": null, "element": "language", "qualifier": "iso", "schema": "dc"}, {"key": "dc.rights", "value": "In Copyright", "language": "en", "element": "rights", "qualifier": null, "schema": "dc"}, {"key": "dc.subject.other", "value": "vastuuntuntoisuus", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "opetusinterventio", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "Hellisonin vastuuntuntoisuuden malli", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Vastuuntuntoisuuden edist\u00e4minen yl\u00e4koulun 7. luokan liikuntatunneilla : Hellisonin vastuuntuntoisuuden mallin mukaisen opetusintervention suunnittelu ja toteutus", "language": "", "element": "title", "qualifier": null, "schema": "dc"}, {"key": "dc.type", "value": "master thesis", "language": null, "element": "type", "qualifier": null, "schema": "dc"}, {"key": "dc.identifier.urn", "value": "URN:NBN:fi:jyu-202106213936", "language": "", "element": "identifier", "qualifier": "urn", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Pro gradu -tutkielma", "language": "fi", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Master\u2019s thesis", "language": "en", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Liikuntatieteellinen tiedekunta", "language": "fi", "element": 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